Acts of Solidarity: Developing Urban Social Justice Educators in the Struggle for Quality Public Education

Autor/inn/en	Katsarou, Eleni; Picower, Bree; Stovall, David
Titel	Acts of Solidarity: Developing Urban Social Justice Educators in the Struggle for Quality Public Education
Quelle	In: Teacher Education Quarterly, 37 (2010) 3, S.137-153 (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Social Justice; Teacher Education Programs; Preservice Teachers; Educational Change; Teacher Educators; Public Education; Urban Schools; Educational Quality; Educational Environment; Equal Education; Minority Groups; Consciousness Raising; Illinois; New York + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Bildungsreform; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Öffentliche Erziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Quality of education; Bildungsqualität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ethnische Minderheit; Bewusstseinsbildung
Abstract	By taking the position that teaching for social justice is an act of necessity and solidarity, this work seeks to highlight two examples of teacher education initiatives. Because the relationships between teacher, student, family, school, and state are integral to the teaching process, three central questions guide the authors' thinking and teaching. The first question in their inquiry is "in what ways can teacher education be re-conceptualized in relation to communities to address the political function of teaching?" Secondly, "how can teacher education renegotiate traditional relationships with key stakeholders to move towards social justice education?" Finally, "what specific strategies and innovations are teacher educators implementing within communities and schools to develop social justice educators?" In order to engage these questions, the authors operate from Freire's position of developing conscientization within teacher education candidates (Freire, 1993). Discussed in detail in later sections, two cases are cited that speak to the process of making it possible for teachers to create such conditions without fear of persecution. To start the process, the authors begin with a working definition of social justice in education. Following this section is a brief section linking the contexts of teacher education for social justice in Chicago and New York City. The third section (titled Part One) is a narrative example of building school and community relationships in Chicago, outlining the process by which a teacher educator engaged a school and the surrounding community, as well as an example of a collaborative teacher-designed assessment tool for preservice teachers. The fourth section of the document (titled Part Two) discusses the New York context, providing an example of what building solidarity with student and community looks like at the classroom level. Concluding the document is a discussion of the importance of social justice in teacher education in a day and age where local, state, and national conversations are dominated by the rhetoric of market economy and standardization (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10